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This collection of full-length articles by leading scholars specializing in a wide array of topics signifying the diverse origins and theoretical and philosophical foundations of the field situates educational psychology within the larger contexts of psychology and education.The Encyclopedia also distinguishes itself by its strong international representation - in terms of not only its contributors but also the sources of the literature. Contributors from different parts of the world have incorporated relevant theoretical perspectives and empirical work conducted in diverse cultures into the broader context of the topics they examined. The articles are not simply reflections of individual contributors' perspectives; rather, they are systematic and in-depth reviews of various domains of educational psychology.The Encyclopedia has advanced the field of educational psychology by offering new insights into the intricate relationships among the various mechanisms operating in educational psychology by integrating existing empirical work grounded in contemporary and classical theoretical constructs and perspectives from multiple academic fields, and by incorporating new knowledge created as a result of new social, economic, and technological developments. At the same time, the material presented in this work should have practical implications for practitioners in education and beyond in their efforts to foster positive educational outcomes and to design congenial work environments and improve organizational effectiveness. 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By critically analyzing research findings derived from both cross-sectional and longitudinal investigations performed over the past seven decades, Li-fang Zhang demonstrates that intellectual styles can be modified through both socialization and purposeful training. Professor Zhang elucidates the heuristic value of these findings for the development of adaptive intellectual styles in both academic and non-academic settings. 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